Departmental approval will be required prior to register. Please contact Jordon Zardinejad for clearance.
ED 572 Theoretical Foundations of Language Acquisition for P-12 EDU (3) Explores the topics of the nature of languages, first and additional language acquisition, theoretical principles and rationale for English language learning and teaching in diverse K-12 contexts. Examines key issues in language acquisition, surveys major theoretical perspectives, and considers implications for classroom instruction in teaching English language learners.
ED 573 Instructional Approaches for P-12 English language Learners (3) An analysis of current approaches and materials in working with English language learners. Class discussions, presentations, and activities examine and develop units of study, curriculum materials, and assessment strategies for teaching and assessing converstion, composition, literature, and culture of the first and additional languages, and for teaching content of other academic disciplines.
ED 576 Language Policy and Issues in Bilingual/ELL Education (3) Presents issues related to local, state, and federal laws pertaining to educating English language learners. Involvement of parents, mainstream teachers and others who do not have ESOL or bilingual training in educating English language learners will be included. Additionally, discussions will include evaluating the historical, political, social/cultural, and linguistic issues involved in meeting the needs of students who are speakers of languages other than English. Resources for continuing professional development in the fields of second language instruction and bilingual education will be provided.
ED 579 Linguistics for ELL/Bilingual Teachers (3) This course explores the relationship between first and second language acquisition, English phonology, orthography, phonics, morphology, and syntax in addition to teaching implications for the instruction of first and second languages in K-12 contexts. The course provides basic aspects of language study, particularly for ESOL and bilingual teachers, not only from a psycholinguistic perspective but also from a sociolinguistic perspective that focuses on how language choices are shaped by particular purposes, communicative intents, native and new cultures, and immediate contexts. TECHNOLOGY INTEGRATED
Courses are offered various terms and times, please consult the current online schedule for availability.